Assessment of reactive translativity from the integration of sequences of pairs of reactive / active linguistic modes

Tamayo, Jairo; Barradas Ocaña, Montserrat

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dc.creator	Tamayo, Jairo
dc.creator	Barradas Ocaña, Montserrat
dc.date	2017-01-20
dc.date.accessioned	2023-03-20T15:54:47Z
dc.date.available	2023-03-20T15:54:47Z
dc.identifier	https://reviberopsicologia.ibero.edu.co/article/view/rip.9102
dc.identifier	10.33881/2027-1786.rip.9102
dc.identifier.uri	https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/215374
dc.description	Reactive translativity has been defined as the sequential facilitation between two reactive linguistics modes regarding their enabling effect on the active linguistic modes (Ribes-Iñesta, Ibáñez-Bernal y Pérez-Almonacid, 2014). This reactive translativity was assessed through a procedure that evaluated learning of the commutative property of addition by fifth-grade children from an elementary school. The reactive translativity was analyzed from the integration of six different sequences of reactive-active pairs of linguistic modes. The goal was to observe which sequence affected more participants’ performance when solving exercises related to the commutative property. 18 children from fifth-grade participated in Experiment 1, who were divided in six groups of 3 participants each. Each group was differentiated by the type of sequence of linguistic mode pairs to which it was exposed. The exercises used in this experiment had a lower level of complexity (contextual); 18 different children from the same grade and the same school participated in Experiment 2. They were divided in groups and were exposed to the same sequence as in Experiment 1. The difference was that for this experiment the exercises used had a higher/greater level of complexity (referential substitute). The sequences in which tranlativity took place were listening / talking-reading / writing and observing / pointing-reading / writing modes. The main differences showed up when using the exercises corresponding to the most complex level.	en-US
dc.description	La translatividad reactiva ha sido definida como la facilitación secuencial entre dos modos lingüísticos reactivos respecto de su efecto habilitador sobre los modos activos. Empleando un procedimiento en el que se evaluó el aprendizaje de la propiedad conmutativa de la suma en niños de quinto grado de educación básica primaria, se evaluó la translatividad reactiva a partir de la integración de seis secuencias diferentes de pares de modos lingüísticos reactivos-activos. En el Experimento 1 se emplearon ejercicios de un nivel de complejidad menor (contextual); en el Experimento 2, los ejercicios fueron de un nivel de complejidad mayor (sustitutivo referencial). Las secuencias en las que se presentó la translatividad implicaron a los modos escuchar/hablar-leer/escribir y observar/señalar-leer/escribir. Las mayores diferencias se presentaron cuando los ejercicios correspondieron al nivel más complejo.	es-ES
dc.format	application/pdf
dc.language	spa
dc.publisher	ĬbērAM	es-ES
dc.relation	https://reviberopsicologia.ibero.edu.co/article/view/rip.9102/891
dc.source	Revista Iberoamericana de Psicología; Vol. 9 Núm. 1 (2016): Revista Iberoamericana de Psicología: Ciencia y Tecnología; 19-32	es-ES
dc.source	2500-6517
dc.source	2027-1786
dc.subject	comprehensive learning	en-US
dc.subject	sequential facilitation	en-US
dc.subject	linguistic modes	en-US
dc.subject	aprendizaje comprensivo	es-ES
dc.subject	translatividad reactiva	es-ES
dc.subject	modos lingüísticos	es-ES
dc.subject	aprendizagem abrangente	pt-BR
dc.subject	facilitação seqüencial	pt-BR
dc.subject	modos lingüísticos	pt-BR
dc.title	Assessment of reactive translativity from the integration of sequences of pairs of reactive / active linguistic modes	en-US
dc.title	Evaluación de la translatividad reactiva a partir de la integración de secuencias de pares de modos lingüísticos reactivos/activos	es-ES
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion